The treatment was effective in reducing overweight and obesity, improving cardiovascular capacity and therefore the physical health of the participants.

Alexithymia refers to a specific disturbance in emotional processing that is manifested by difficulties in identifying and verbalizing feelings and a tendency to focus on and amplify the somatic sensations that accompany emotional arousal. Alexithymia is conceptualized both as an affect-deficit disorder and a continuous personality variable. The main purpose of the present study was to investigate the stability levels of alexithymia with regard to changes in emotional distress levels caused by university exams. We tested 20 university students at four different times, before and after the exams. Alexithymic features and self-reported emotional distress (trait anxiety and physical symptoms) were measured. Whereas emotional distress measures changed significantly during the diverse phases, the level of alexithymia remained unchanged. We therefore conclude that alexithymia represents a constant trait. Keywords: emotion, alexithymia, stress, anxiety La alexitimia describe un trastorno en el procesamiento emocional, manifestado mediante una marcada dificultad para identificar y expresar afectos, así como una tendencia a amplificar las sensaciones somáticas ligadas a la activación emocional. La alexitimia es conceptualizada tanto como un trastorno en la regulación afectiva, como una variable de personalidad. El principal objetivo de este trabajo es investigar la estabilidad temporal de los niveles de alexitimia en relación a los cambios experimentados en el malestar emocional causado por los exámenes universitarios. Evaluamos 20 universitarios en cuatro ocasiones diferentes, antes y después de los exámenes. Se evaluaron los niveles de alexitimia y de malestar emocional (ansiedad y sintomatología somática). Los resultados mostraron que mientras que las medidas de malestar emocional cambiaron significativamente durante las diversas fases, el grado de alexitimia permaneció inalterable. Se concluye afirmando que la alexitimia constituye un rasgo estable de personalidad.

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These results provide evidence supporting the construct validity of the QoL-AD Scale. This instrument seems to measure the perception of two related constructs (behavioral competence and environment) and could be used together with instruments measuring psychological well-being and the perception of health.

This article presents a unifying approach to the analysis of repeated univariate categorical (ordered) responses based on the application of the generalized log-linear modeling framework proposed by Lang and Agresti. It is shown that three important research questions in longitudinal studies can be addressed simultaneously. These questions are the following: What is the overall dependence structure of the repeated responses? What is the structure of the change between consecutive time points? and What is the structure of the change in the marginal distributions? Each of these questions involves specifying log-linear models for different marginal distributions of the multiway cross classification of the responses. The proposed approach is illustrated by means of two real data examples.

How does the experience of flow among nurses influences their health? This question is addressed on the basis of a model of flow, stress, burnout, and coping. The results indicate that promoting flow can be a way to enhance the health of ward nurses in a hospital work context.

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Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativoMª Ángeles Fernández-Vilar * , José Antonio Carranza-Carnicero, Manuel Ato-García Universidad de Murcia (España)Resumen: El propósito del trabajo fue estudiar el ajuste socioemocional y los problemas de conducta, en niños de 11 años de edad, y su relación con el rendimiento y las competencias académicas en Educación Primaria. Profesores y madres cumplimentaron la Batería de Socialización (BAS; Silva y Martorell, 1999) en una muestra de 49 niños, pertenecientes a un estudio longitudinal más amplio. El rendimiento académico se evaluó a través de las calificaciones del profesor y de una prueba estandarizada. Las competencias académicas se midieron a través del cuestionario Health Resources Inventory (HRI;Keogh, Juvonen, y Bernheimer, 1989). También se controló el efecto de la inteligencia mediante el CI verbal de los niños. Nuestros resultados indican acuerdo entre profesores y madres en la evaluación del ajuste socioemocional positivo y del retraimiento de los niños, pero seña-lan discrepancias en la relación que los diferentes aspectos del ajuste socioemocional mantienen con el rendimiento y con las competencias académicas. Estos datos sugieren que las madres tienen una visión cercana a la del profesor en relación con los comportamientos socioemocionales de los niños, pero únicamente la visión del profesor guarda relación con la ejecución académica del niño. Además, tanto la inteligencia como el ajuste socioemocional son necesarios para explicar el rendimiento y las competencias académicas. Palabras clave: Ajuste socioemocional; problemas de comportamiento; rendimiento académico; competencias académicas; educación primaria.Title: Effect of socio-emotional adjustment on the school achievement and academic competence in school: Cross-informant study. Abstract:The aim of the current study was to examine the role of socioemotional adjustment and behavioral problems in eleven years old children; as well as their relationships with school achievement and academic competence in Primary School. Teachers and mothers completed the Social Battery (BAS, Silva, & Martorell, 1999) in a sample of 49 children that take part in a longitudinal study. School achievement was measured by standardized test and qualifications in reading and math. The academic competence was evaluated by teachers with a questionnaire (HRI, Keogh, Juvonen, & Bernheimer, 1989). The effect of intelligence was controlled by the IQ. These data showed that intelligence with socio-emotional adjustment were both of them necessary to explain school achievement and academic competences. Also, results showed agreement between mothers and teachers in positive social adjustment and withdrawing. There were discrepancies as to the effect of socio-emotional adjustment on academic competence and school achievement. These data suggest that mothers and teachers agree in their view of children´s socio-emotional behavior, but only teachers´ views wer...